Giáo án Speaking

Ss activate prior knowledge about the ecosystem and biodiversity and prepare for the topic of the speaking lesson.

Ss work in pairs and answer the question: What can people do to protect the ecosystem around our school or village? Ss use the words ecosystem, habitat, native species and restore when possible. Ss then tell the class one idea and say whether it is a good idea or a risky one.

Each pair writes down at least three ideas, for example:

• Keep to paths when walking in a nature reserve.
• Do not feed wild animals.
• Report damage to the local authority.
  Each pair also gives one reason why an action is responsible or risky, for example: Feeding wild animals can change their natural food chain.

Ss identify the structure and key features of a complete spoken contribution about the ecosystem.

Ss read the speaking model on the screen or on NeoEdu. In groups of four, Ss complete Phiếu học tập số 1 by finding each part of the model: opening, position, concrete example, limitation, follow-up and closing. Each S in the group is responsible for one or two parts, then reports to the group.
Questions T asks:

• Which sentence opens the talk? What does it introduce?
• Which sentence gives a concrete example? Is it a measured result?
• Which sentence acknowledges a limitation?
• How does the speaker invite a response?

Ss complete Phiếu học tập số 1 as follows:

• Opening: We can protect biodiversity by keeping to paths, avoiding wildlife feeding and reporting damage responsibly.
• Concrete example: For a school information project, we could explain a food chain with arrows from food to consumer and observe from authorised public points.
• Prediction, not a result: If people remove bank plants, erosion may increase.
• Limitation: Not seeing an animal does not prove that it is absent, and water appearance alone does not measure chemical quality.
• Invitation to respond: Shall we ask the specialist which plants are suitable before proposing restoration?
• Closing: Protecting an ecosystem means supporting its relationships and processes, not merely arranging an attractive photograph.

Ss use falling and rising intonation in question tags and form compound nouns and their plurals correctly.

T models the sentences from the lesson and asks Ss to repeat with the correct intonation. Ss then identify compound nouns in the model and practise their plurals.
Key sentences:

• The stream is cleaner, isn't it? (falling intonation, seeking agreement)
• You have checked the source, haven't you? (rising intonation, genuine uncertainty)
• They can help, can't they?
  Compound nouns: nature reserve, food chain, greenhouse gas, wildlife protection.

Question tags:

• Falling intonation (↘): The stream is cleaner, isn't it? Ss use this when they expect agreement.
• Rising intonation (↗): You have checked the source, haven't you? Ss use this when they really want to check information.
  Compound nouns and plurals:
• nature reserve → nature reserves
• food chain → food chains
• greenhouse gas → greenhouse gases
• wildlife protection (no plural form needed in this context)
  Vocabulary to remember: ecosystem (hệ sinh thái), food chain (chuỗi thức ăn), habitat (môi trường sống), native species (loài bản địa), restore (phục hồi), nature reserve (khu bảo tồn thiên nhiên).

Ss analyse the model in more detail and respond to a partner using the structure of the model.

Ss work in pairs to answer Phiếu học tập số 2 questions based on the model. Ss then practise the pair dialogue:
A: I enjoy watching birds from the public path.
B: So do I, but I dislike crowds moving close to nests.
A: Me too. A quiet viewing point would help.
B: Yes, provided it is placed where a specialist recommends.
Questions:

• Identify the opening sentence and explain what situation it introduces.
• Select two useful details and explain why they are better than saying only that the topic is important.
• Choose one sentence from the middle of the model and explain its contribution.
• Write a three-sentence summary that keeps the essential condition or limit.

Answer key (accepted in equivalent wording):

• Opening sentence: We can protect biodiversity by keeping to paths, avoiding wildlife feeding and reporting damage responsibly. It introduces the situation of protecting biodiversity in a specific way, before the details.
• Two useful details: (1) If people remove bank plants, erosion may increase; that is a prediction to investigate, not a result we have measured. (2) Protecting an ecosystem means supporting its relationships and processes, not merely arranging an attractive photograph. These details are concrete and show the speaker's reasoning and limits.
• Middle sentence: For a school information project, we could explain a food chain with arrows from food to consumer and observe from authorised public points. It gives a concrete and realistic part of the message rather than a general statement.
• Three-sentence summary: We can protect biodiversity by keeping to paths, avoiding wildlife feeding and reporting damage responsibly. If people remove bank plants, erosion may increase, but this is a prediction, not a measured result. Therefore, we should ask a specialist before proposing any restoration.

Ss develop and defend a viewpoint on the ecosystem in a 1–2 minute spoken contribution and respond to a partner's follow-up question.

Ss prepare a spoken contribution on the ecosystem for classmates. The contribution should include: a clear position, a concrete example or proposal (labelled as a proposal or illustration), one limitation, and an invitation to respond. After speaking, the partner asks one real follow-up question, and the speaker responds.
Sample topic: Can we release animals to restore the stream? (The model response: No. Introducing organisms requires specialist and official decisions; it is not a school experiment.)
For Phiếu học tập số 2 Ss can use the structure: opening, position, example, limitation, invitation, closing.

Each pair produces:

• A spoken contribution of 1–2 minutes with five parts: opening, position, concrete example or proposal, limitation and closing.
• One follow-up question from the partner (for example: Can we release animals to restore the stream?).
• One response that is clear, polite and based on the model, for example: No. Introducing organisms requires specialist and official decisions; it is not a school experiment.
  Ss use at least three compound nouns or vocabulary items from the lesson, such as food chain, habitat, native species or restore, and at least one question tag with correct intonation.